Session XXIII - The principals of pruning and thinning learning how to make and use a diameter tape

Session XXIV - Spanish language

Session XXV - Volunteer's role as an extensionist

Session XXVI - Pacing, plane table, rustic transit and compass

Session XXVII - Spanish language

Session XVIII - Forestry extension

Session XXIX - Forest menstruation

Session XXX - Spanish language

Session XXXI - Working with groups as an extension worker

Session XXXII - Agro-forestry

Session XXXIII - Spanish language

Session XXXIV - Lesson plan and use of visual AIDS in teaching

Session XXXV - Small research projects

Session XXXVI - Individual interviews

Session XXXVII - Soils

Session XXXVIII - Spanish language

Session XXXIX - Community analysis introduction

Session XL - Soil erosion

Session XLI - Spanish language

Session XLII - Problem analysis

Session XLIII - Watershed management

Session XLIV - Spanish language

Session XLV - Review of expectations - Mid way

Session XLVI - Spanish language

Session XLVII - Species report

Session XLVIII - Forestry issues

Session XLIX - Spanish language

Session L - Field trip overview

Session LI - Ecology teams give presentations

Session LII - Individual interviews

Session LIII - Review of field trips

Session LIV - Project planning: Goal setting

Session LV - Spanish language

Session LVI - Resources

Session LVII - Compost heap. Insect collection. Light gaps

Session LVIII - Spanish language

Session LIX - Cultural shock - Are we ready for it?

Session LX - Grafting and fruit trees

Session LXI - Spanish language

Session LXII - Professional approaches to interaction with host country officials

Session LXIII - Final interviews

Session LXIV - Graduation

Session XXII - Introduction to extension

Total Time:

2 hours

Goals:

- To introduce extension work.- To give historical
overview.- To look at specific goals of extension.- To begin the process
of developing an extension agent.

Overview

Each trainee regardless of their job assignment will eventually
become involved in forestry extension work. This session begins by giving the
historical overview of extension work in North America; then goes into "Six
Axioms of Forestry Extension."

Exercises

1. Historical overview and some techniques used in the
past. Lecture.2. Six Axioms for forestry extension; small group
discussions.

Materials

Flip charts, marker pens, tape.

Exercise II - Six Axioms of Forestry Extension

Total Time

1 hour 10 minutes

Overview

In this exercise participants become familiar with the basic rules
of extension work. Since extension work is such an unstructured activity, the
extension worker will find that there are long periods of time when he/she feels
as if he/she is not doing anything and is tempted to do more; he/she may also
wonder, from time to time, if what he/she is doing is actually advancing or
retarding extension work in the community. In extension work the temperament and
sensitivity of the worker influence to a large degree how effective the work
will be.

Procedures

Time

Activities

30 minutes

1. The trainer posts on newsprint the following axioms and speaks
about each one.

- The forestry extensionist should never do anything for people
that they are able to do for themselves.

- The forestry extensionist should never encourage the use of
resources from outside the community until all the resources within the
community have been exhausted.

- The forestry extensionist should never try to organize people to
deal with a need they don't themselves recognize (may have to educate
first).

- The forestry extensionist's most important dedication must be to
the sound local progress of his/her community.

- Forestry extension must be carried out from an understanding of
the host culture and in terms of that culture.

- The forestry extensionist role in his/her community is
transitory.

It is tempting to add a seventh axiom, which says that the
above six should not be taken too seriously. If there is one single encompassing
rule in extension work, it is that given the basic goals, the means ultimately
are flexible - subject to variations according to specific conditions. The
extensionist should understand the axioms of an extension worker well enough to
follow them when possible and break them, if necessary.

20 minutes-small group3 minutes-large group

2. Trainer now asks participants to break into groups of five and
discuss ways in which they can be successful extension workers. Ideas are
recorded on newsprint and presented to the entire group. The following are some
examples that came out of our groups.

Ways to Be Successful Extension Workers

We are not alonecommunication -contactsknow when to
compromisepositive attitudes diplomacy know where to start
cultural sensitivity technical competence be objective be aware
of problems don't push own ideas keep it simple be a Mr. Tree
work with counterpart be a resource be a good example get along
with officials impart knowledge follow up on what you do do not
spread yourself too thin follow the six points of extension be aware of
external and internal resources transfer a system work with people
have a good reputation help others make decisions; do not do it for them
build extension bridges action speaks louder than words maintain a
sense of humor quality vs. quantity (do a few things well)be aware of
group dynamics

5 minutes

3. Trainer now does summary of session: Emphasizing that trainees
are becoming members of a historical tradition -
extension.

Exercise I - Historical Overview and Some Techniques Used in
the Past

Total Time:

40 minutes

Overview

During the introduction to extension it is important for trainees
to understand that the extension movement has 100 years of history. Though it
may be a new concept in developing countries it comes as a tried and true system
for helping farmers. Experiences are shared to help trainees get a picture of an
extension worker as one who must interact on a one to one basis in order to help
a community develop.

2. Be a Mr/Ms Tree. In order for people in a community to know you
and why you are in the community you must identify yourself. Any opportunity
which arises, you should give away a tree. Some examples are:

1. birthdays

2. thank you for any kindness

3. p.r. for yourself

4. christenings

5. just to be friendly

Trainer asks for suggestions from group at this
point.

Trainer's Note: This concept really catches the imagination
of the participants. If you know the story of "Johnny Appleseed," it
fits in well here. Trainer makes point that in order for people to associate you
with trees you must advertise. It is important to remind trainees that any trees
given should be personal gifts, never use trees from nursery stock. This is also
a good time for trainer to talk about their own experiences as extension agents
or community development
workers.